• Written values and beliefs reflect high expectations for
all students [observations and artifacts: school level and
grade level goals]
Develops a
Code of
Conduct
Implements tracking systems to
assess how well individual
students and student cohort
groups meet conduct
expectations and values; uses
multiple forms of student data to
monitor and revise the code of
conduct and identify benchmarks
and milestones to gauge and
measure adoption of behaviors
Develops clear expectations for
student conduct based on the
school values and beliefs and
identifies clear positive and
negative consequences; ensures
that every adult understands
their role in implementing both
positive and negative
consequences and that
consequences are consistently
implemented
Develops components of an
effective system of conduct for
staff and students and builds staff
agreement on the types of student
actions that are consistent with
school value and behaviors;
creates consistent responses and
consequences for students who
have had behavioral infractions in
the past
Tolerates discipline viola-
tions and enforces code of
conduct inconsistently
• School-wide code of conduct aligned with district and
school priorities is in place [observations and artifacts:
consistent code of conduct across classrooms, data on
attendance, tardies, and office referrals, analysis of
students most frequently referred]
• Code of conduct is consistently implemented across all
classrooms [observations and artifacts: positive
recognition of students and staff who consistently
demonstrate positive behaviors
c. Leads a school culture and environment that successfully develops the full range of students’ learning capacities-academic, creative, social-emotional, behavioral and physical
Creates a
Culture that
Supports Social
Emotional
Learning
Builds the capacity of adults to
use and train others on the five
Illinois Social-Emotional Learning
Competencies (self-awareness;
self- management; social
awareness; relationships skills
and responsible decision making);
uses a variety of assessments to
gauge the SEL skills of students
and uses that data to develop
additional curriculum and
supports; builds the capacity of
all adults to support the positive
growth of student emotional
skills
Trains adults on how to support
positive student growth through
the development of the Illinois
Social- Emotional Learning
Competencies (self- awareness;
self-management; social
awareness; relationships skills
and responsible decision
making); uses a variety of
assessments to gauge the SEL
skills of students and uses that
data to develop additional
curriculum and supports
Shares the Illinois Social-Emotional
Learning Competencies (self-
awareness; self-management;
social awareness; relationships
skills and responsible decision
making); uses a limited amount of
tools and assessments to gauge
the SEL skills of students
Does not share or
implement the Illinois
Social-Emotions Learning
Competencies; does not
assess student SEL skills
and does not support the
development of SEL skills
• Adults support SEL skill development [observations and
artifacts: referral data, student survey]
• Students demonstrate an increase in SEL skills
[observations and artifacts: student referral data and
positive relationship]
• Appropriate socio-emotional supports are provided to all
students [observations and artifacts: Building staff
development plan, teacher training on SEL, and
observation and walkthrough data]
• Core components of social, emotional, behavioral
supports are in place to support student learning
[observations and artifacts: teacher lesson plans, student
survey data, positive peer, family, and work
relationships]
Creates a
Culture that
Supports
Effective Effort
Creates structures that support
the development of effective
effort skills for every student
(teamwork, study skills,
organization, time management,
resiliency, valuing mistakes,
seeking assistance; persistence);
incorporates effective effort into
every aspect of the school culture
Trains adults to support the
development of effective effort
skills (teamwork, study skills,
organization, time
management, resiliency, valuing
mistakes, seeking assistance;
persistence) for every student
Introduces the concept of effective
effort skills (teamwork, study skills,
organization, time management,
resiliency, valuing mistakes,
seeking assistance; persistence);
provides limited development for
staff on how to build students’
effective effort skills
Does not introduce or
support the development
of effective effort skills;
does not recognize the
role of effort in improving
student achievement
• Effective effort is acknowledged and celebrated
[observations and artifacts: assemblies, community
service programs, teacher observation and walkthrough
data, student recognition for effort]
• Students describe and demonstrate effective effort
behaviors and beliefs across classrooms [observations
and artifacts: communication service and student work]
| Illinois Performance Standards for School Leaders | Developed by New Leaders for New Schools & ISBE